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  • 251.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): A Bibliometrical Analysis of three Adult Education Journals, 2005-20122014In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 64, no 3, p. 222-239Article in journal (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data from articles submitted to three main journals in the field of adult education research between 2005 and 2012, we scrutinize the extent to which the emerging economy of publications and citations is dependent on national and regional boundaries. Our results show how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international.

  • 252.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): How the emergent economy of publications and citations governs research2014Conference paper (Other academic)
  • 253.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The economy of publications and citations and the anglophication of educational research2014In: European Educational Research Conference (ECER), University of Porto, Porto, Portugal, September 2-5, 2014, 2014Conference paper (Refereed)
  • 254.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The economy of publications and citations in educational research: What about the ‘Anglophone bias’?2017In: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 99, no 1, p. 19-30Article in journal (Refereed)
    Abstract [en]

    In this piece, we argue that an economy of publication and citations has emerged that not only changes the notion of what is deemed quality in educational research but also changes the incentives of us as researchers. With pressure on publishing in ’international’ journals, education researchers are increasingly pushed to publish their research in the article format, and for many, in their second or third language (English). Additionally, we are to direct the research to an audience who might not at all be interested or knowledgeable about the context under scrutiny. With such pressure to publish in English-language journals, the question of who is allowed to publish and who is cited is of paramount significance. Based on our own empirical research on the adult educational research field as well as other bibliometric research, we propose that there is an ‘Anglophone’ bias in educational research. We end with a discussion on the implications of the current trend to publish in indexed English-language journals and suggest that ‘Anglophone’ as well as non-Anglophone scholars need to start citing other scholars than those from the dominating ‘Anglophone’ countries in order to further enhance knowledge and debate within education. The ultimate irony of the develop- ments described in this piece is that the researchers from non-Anglophone countries actively engage in a publication game that underscores their own subordination. 

  • 255.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Politics of Publications and Citations: A Cross Country Comparison2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes & Erik Nylander, Springer, 2019, 1, p. 99-115Chapter in book (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data this chapter firstly focus on the politics of indexation, i.e. what is being indexed in the main database Web of Science in terms of country of origin of journals and in terms of publication language. Secondly, we focus on the politics of scholars gatekeeping, i.e. what is the institutional affiliation of the editors and editorial board members in some key adult education journals, and thirdly, who is publishing in these adult education journals and who is being picked up and cited. Our results show, e.g., how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international. Anglophone countries also dominate in terms of indexation, as well as scholars gatekeeping.

  • 256.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs universitet.
    Djupt oroande förslag från de borgerliga2018In: Svenska Dagbladet, ISSN 1101-2412Article in journal (Other (popular science, discussion, etc.))
  • 257.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Klasskillnaderna ökar2013In: Lärarnas tidning, ISSN 1101-2633, Vol. 13 december 2013Article in journal (Other (popular science, discussion, etc.))
  • 258.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskap och klass har glömts bort2013In: Norrköpings Tidningar, Vol. 29 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 259.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskapsfrågan och klassfrågan bortglömd2013In: Jnytt, Vol. 25 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 260.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskapsfrågan och klassfrågan är bortglömd i de nya yrkesprogrammen2013In: Arbetarbladet, Vol. 22 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 261.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Nya gymnasiet missar klassfrågan2013In: Östgöta Correspondenten, Vol. 25 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 262.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen förstärker klassmönstren i samhället2013In: Eskilstuna Kuriren, Vol. 30 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 263.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen ger för smal kunskap2013In: ETC, ISSN 0348-6567, Vol. 12 decemberArticle in journal (Other (popular science, discussion, etc.))
  • 264.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen leder till ökade klasskillnader2013In: Göteborgs-Posten, Vol. 21 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 265.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Wallin, Jessica
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    How do teachers interpret and transform entrepreneurship education?2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 4, p. 554-566Article in journal (Refereed)
    Abstract [en]

    During the last decade, entrepreneurship education has become a central curricular topic in many locations in the world. In Sweden, entrepreneurship education was implemented in the curriculum for the first time in 2011, as something that should be included in all upper secondary school pro- grammes. In this article, we focus on one of these programmes, the handicraft programme, investigating how entrepreneurship education is formulated in the latest curriculum and how teachers understand and transform such content in their teaching. Drawing on Bernstein’s concepts of classification and framing, we illustrate how entrepreneurship education in the Swedish curriculum has a ‘dual definition’, representing very different framing and classification, but still clearly belongs in a ‘market relevance’ discourse. This is expressed through the way in which the concept is transformed by teachers in their teaching. We also find that entrepreneurship education has low legitimacy among teachers, particularly when it is classified weakly. The weak framing and classification, taken together with the low legitimacy among teachers, are likely to lead to very different transformations of entre- preneurship education in different educational contexts. In the long run, this could have a negative effect on the equivalence of teaching at upper secondary school.

  • 266.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Pedagogiska institutionen, Stockholms universitet.
    Nicoll, Katherine
    University of Stirling.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    European Citizenship: Activities beyond Educational Practice and Policy2010Conference paper (Other academic)
  • 267.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Högskolan Dalarna, Sweden.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 3, p. 461-473Article in journal (Refereed)
    Abstract [en]

    In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a poststructural theorisation we analyse interviews with teachers and students in municipal adult education and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general when a discourse on individualisation operates in the ways described and, more specifically, asks what is happening to FHS as an educational practice that upholds its self-image as a last bastion of a collective notion of learning and subjectivity and nurturing an educational practice of learning democracy?

  • 268.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Stockholm University, Skövde University, Dalarna University.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Individualisering genom det kollektiva i svensk folkhögskola2015Conference paper (Other academic)
  • 269.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Runesdotter, Caroline
    Göteborgs universitet, Sweden.
    Wärvik, Gun-Britt
    Göteborgs universitet, Sweden.
    Marketisation of adult education: Principals as business leaders, standardised teachers and responsibilised students2016In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 35, no 6, p. 664-681Article in journal (Refereed)
    Abstract [en]

    The marketisation of education is a global phenomenon and has attracted increased interest during the last three decades, not least in terms of research on school choice and its consequences. However, while much research has been conducted on the marketisation of schooling, less attention has been directed at adult education. In this paper, focus is directed at institutional logics and institutional responses to the process of marketisation of adult education. More specifically, we focus on how a procurement system, implemented in order to create competition and to increase quality in adult education, influences how students construe themselves, as well as the way principals and teachers work. Our results indicate that teachers emerge as the main source of resistance towards an institutional logic emerging in the wake of marketisation, while principals and students to a large extent conform to the emerging institutional demands.

  • 270.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Runesdotter, Caroline
    Göteborgs universitet.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    Marketization od adult education: Principals as business leaders, standardised teachers and responsibilised students2015Conference paper (Refereed)
  • 271.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Salling Olesen, Henning
    Roskilde University.
    Marketization and Commodification of Adult Education2016In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 7, no 2, p. 146-150Article in journal (Other academic)
  • 272.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult education as a heterotopia of deviation: Ruptures and stability in young adults and migrants lives2015Conference paper (Other academic)
  • 273.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sparrhoff, Gun
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Anställningsbarhetens olika innebörder2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 11-21Chapter in book (Other academic)
  • 274.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kvalitativ forskning och kvalitativ analys2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber , 2015, 2, p. 13-43Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.

    Författarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av. Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.

  • 275.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wildemeersch, Danny
    Leuven University, Belgium.
    Editorial: Cartographies of research on adult education and learning2015In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 6, no 2, p. 97-101Article in journal (Other academic)
  • 276.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Zetterberg, Ingela
    Nilsson, Thomas
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Satsning på folkhögskolan ett sätt att möta skolkrisen2015In: Dagens NyheterArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Behov av lärarlyft. Skolans kunskapskris innebär att andelen ungdomar som har behov av en andra chans ökar. För att möta utmaningen efterlyser vi en satsning på folkhögskollärare motsvarande de satsningar som gjorts för lärare inom ungdomsskolan. Det skriver representanter för folkhögskolor och pedagogisk forskning.

  • 277.
    Flogell, Eva
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att gå i lära hos lärare: Om mentorskap i Folkhögskollärarprogrammet2013Book (Other academic)
    Abstract [sv]

    Denna skrift har initierats av Folkhögskollärarprogrammet vid Linköpings universitet. I utbildningen till folkhögskollärare ingår en verksamhetsförlagd del i folkhögskolemiljön med yrkesverksamma lärare som handledare, eller som de kallas, mentorer. Hur mötet mellan lärarstudenten och den professionella läraren ska gestalta sig, är inte givet och kan se mycket olika ut när var och en tolkar sitt uppdrag och sin roll på sitt eget sätt. Denna skrift ska framförallt ses som en inspirationskälla för mentorer och lärarstuderande i deras arbete under den verksamhetsförlagda delen av Folkhögskollärarprogrammet. Mentorskapets didaktik speglas i utifrån beprövad erfarenhet. Eva Flogell har en omfattande yrkeserfarenhet som handledande lärare i olika utbildningsmiljöer.

  • 278.
    Forsell, Johan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Tenglet, Elisabeth
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Wessbo, Simon
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    The “Bashing” of Education Research2018In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 6, no 1, p. 5-12Article in journal (Other academic)
    Abstract [en]

    This special issue of Confero presents six essays with different aims and scope, which relate to the criticism or “bashing” of educational research. Starting with Martin Malmström’s essay How do you think it feels? On Being the Epitome of Pseudoscience that clearly connects to the bashing theme, the other essays elucidate and question related aspects of the universities, of pedagogy, teacher education and educational research. Together the essays form a dialogue on the underpinning perspectives on science and learning, not only in the field on education but academia at large. To clarify, the intention of this issue is not to constrain the critics, but an ambition to deepen the conversation and open up for different perspectives and voices.

  • 279.
    Fridolfsson, Charlotte
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Elander, Ingemar
    University of Örebro, Sweden .
    Faith-based Organizations and Welfare State Retrenchment in Sweden: Substitute or Complement?2012In: Politics and Religion, ISSN 1755-0483, E-ISSN 1755-0491, Vol. 5, no 3, p. 634-654Article in journal (Refereed)
    Abstract [en]

    Local governments in Europe are facing difficulties in meeting citizens demands for welfare provision. This opens new opportunities for profit as well as non-profit providers of social welfare. Faith-based organizations (FBOs) are one type of non-governmental organizations addressed by governments to complement or replace parts of public welfare provision. This article gives some examples of FBOs in action as providers of welfare in a European context, with a particular focus on Sweden. Following the introduction, the second part locates the phenomenon of FBOs within the scholarly debate about secularism/post-secularism as related to multi-level governance. The third part gives an overview of potential roles of FBOs in welfare provision combating poverty and social exclusion, illustrated by a few examples from European contexts. Focus in the fourth part is upon the role of FBO engagement in Sweden as developing after World War II. It is concluded that no system is all encompassing in catering to those who suffer from poverty and social exclusion. There will always be a need for the competence and avant-garde role potentially provided by FBOs. However, due to historical circumstances FBOs in Sweden have been, and still are, complementary rather than an outright alternative to public welfare provision.

  • 280.
    Fürst, Henrik
    et al.
    Sociologiska institutionen, Lärare och forskare, Uppsala Universitet.
    Levelius, Sanna
    Nordiska Folkhögskolan .
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kulturell bildning i folkhögskolans regi: Deltagare och lärare på estetiska profilkurser2018Report (Other academic)
    Abstract [en]

    Some of the most prominent educational institutions within art and culture in Sweden are the folk high schools. Of the 154 folk high schools across the country, most offer aesthetic programs at the post-compulsory educational level, specializing in music, fine art, handicrafts, performing arts or creative writing. The number of students engaged in aesthetic programs has almost doubled over the last twenty years, from approximately 4 000 individuals in autumn 1997, to more than 7 000 autumn 2016. Despite the increasing popularity, nation-wide reach and great variety of courses, there are few systematic studies and evaluations of the role of these programs within the ”cultural ecosystem” in Sweden.

    In this evaluation report, we outline the ways in which the courses at the folk high schools relate to the overall educational system and labour market, how they are active in cultivating artistic abilities and talent and provide employment possibilities for hundreds of teachers who themselves also may act as cultural workers. Through qualitative and quantitative research methods, we study the social composition and vocational orientation of the aesthetic teachers as well as the educational trajectories of the participants and their transitions from education to work.

    The first part of the report provides an in-depth account of the participants’ backgrounds, school choices as well as the recruitment and selection processes of the schools. We find that the participants originate from families with relatively high educational merits. This pattern is particularly salient for the participants who specialize in music, creative writing, and the performing arts. The inherited educational resources tend to be more concentrated among the participants’ mothers rather than their fathers, a development that has been accentuated over the last two decades.

    The participants report three main reasons for their choice of studying at folk high schools. They cite making a break from their previous lives (orienta-tion to the past), being in a specific situation or particular place (orientation to the present), or as a means of getting somewhere else (orientation towards the future).

    During the period 2005–2010, over 30 percent of the participants came to these programs after completing an upper secondary school program specialized in aesthetics. Approximately 30 percent of these cohorts had studied social sciences or natural sciences and 20 percent had studied more vocationally oriented programs at upper secondary school. One surprising finding was that as many as 27 percent of the folk high school participants, within this time period, had studied courses and programs at university level before embarking on folk high school studies, primarily in the fields of the arts and humanities. The institutional links between folk high schools and enrolment in higher education was generally very strong. For example, after graduating from a folk high school aesthetic program, 60 percent of the participants enrolled in higher education within a twelve-year period, primarily to study the arts and humanities, but also social sciences, education and various teachertraining programs.

    The second part of the report examines the experiences of the participants of studying at the schools and the experiences of the teachers of these programs. By means of a large-scale questionnaire, we analysed the social and demographic characteristics of the teachers in the aesthetic profile courses. Among the teachers who responded to the questionnaire, we found that an overwhelming majority grew up in Sweden (94 percent), or other European countries (5 percent), while teachers with backgrounds from non-European countries were extremely few (< 1 percent). From an urban-rural perspective, the survey results showed that half of the teachers grew up in smaller villages and towns, a quarter in rural areas, and a quarter from what they classified as larger towns or cities. The teacher collective, that was engaged in the aesthetic subjects, frequently had extensive educational merits, primarily within their respective subject areas within the arts, but also from various educational courses and didactics. Part-time work as adult education teachers enabled many of them to combine being teachers with doing their own artistic projects. This double vocational positioning, as artist and teacher, is investigated and explored further in the report. The dual vocational position and commitment is perceived by the teachers as a means to maintaining their aesthetic competence and the stylistic skills and forms of expression required to teach at this level.

    The final part of the report focuses on the participants’ anticipated and actual trajectories after their time at the folk high schools. The anticipated educational routes are primarily portrayed through interviews about participants’ plans for the future. The actual trajectories are outlined through descriptive statistics on the former participants’ subsequent educational enrolments and establishment in the labour market. Given the extent to which they continue within higher education (59 percent of participants), it is not surprising that the time it takes for them to secure employment and to become fully established in the labour market is extensive. However, if their establishment status in the labour market is measured 5 to 10 years following the completion of their folk high school studies in the arts and humanities, their position in the labour market is similar to comparable groups in the population at large. Based on the main source of income ten years after examination, very few participants receive unemployment benefits or are living on social welfare.

    In summary, the report shows that the folk high school could be perceived as an important art college at the post-compulsory educational level. It is argued that these folk high schools are a crucial resource for accomplishing the goals outlined in Sweden’s national cultural policy. A large proportion of the teachers in these aesthetic profiles are themselves working as artists. As such, the folk high schools also help sustain a labour market for Swedish cultural workers. When enrolled at these folk high schools, the participants learn to both create and appreciate cultural work, enabling them to understand, value and contribute to artistic and cultural life. Accordingly, we propose that policies on adult education and culture ought to relate to each other in a clearer way, since these two policy areas are shown to overlap. Based on current policy goals, we suggest ways in which to shape a more inclusive recruitment structure to the aesthetic courses.

  • 281.
    Gustavsson, Maria
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    Inledning2018In: Yrkesutbildning – mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 13-22Chapter in book (Other academic)
  • 282.
    Gustavsson, Maria
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Yrkesutbildning – mellan skola och arbetsliv2018 (ed. 1)Book (Other academic)
    Abstract [sv]

    Gymnasial yrkesutbildning utgör en viktig del av det svenska utbildningssystemet och har ett komplext samhälls- och utbildningsuppdrag. Arbetslivet och skolan kan ha skilda förväntningar och målsättningar som ibland är svårförenliga. Yrkesutbildningarna ska å ena sidan svara mot arbetsmarknadens behov av yrkeskunskaper och leda till arbete. De ska å andra sidan även ge en bred allmänutbildning för att främja ett livslångt lärande. Boken belyser balansakten mellan skola och arbetsliv: hur yrkeslärare, elever och handledare på arbetsplatser anpassar och balanserar de politiska kraven och det mångsidiga samhällsuppdraget på lokal nivå. Boken ger ett helhetsperspektiv på gymnasial yrkesutbildning och beskriver bland annat

    • yrkeslärares och handledares pedagogiska och didaktiska utmaningar
    • elevers strategier för lärande på arbetsplatsen
    • behovet av samverkan mellan olika kategorier lärare för ämnesintegrerad och yrkesrelaterad undervisning
    • yrkeslärares behov av kompetensutveckling i sitt yrkesämne.

    Boken bidrar till praktiknära kunskap om gymnasial yrkesutbildning och hur balansakten mellan utbildning och arbetsliv kan förstås och utvecklas. Den är skriven för blivande och redan aktiva yrkeslärare, men vänder sig också till rektorer och skolledare som har ansvar för att samverkan mellan skola och arbetsliv fungerar i yrkesutbildningen.

  • 283.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Nya karriärval mitt i livet: omställningsprocesser och biografiska brott2015In: Karriärvägledning: en forskningsöversikt / [ed] Anders Lovén, Lund: Studentlitteratur AB, 2015, p. 293-314Chapter in book (Other academic)
  • 284.
    Hallqvist, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Hydén, Lars-Christer
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    End of journey, end of story? A longitudinal study of involuntary work transitions among laid-off workers2014In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 36, no 2, p. 201-217Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to increase knowledge regarding involuntary work transitions among laid-off workers. It is part of an ongoing cooperation with two outplacement agencies enrolling white-collar workers. The particular arrangements, which are based on collective agreements, include relatively generous support, both economically and regarding the educational and counselling arrangements offered. A narrative research approach is used and the analysis is based on interviews with 15 people, conducted on two occasions with about a year in between. Conceptualizing the transition as a biographical learning process, the findings point out a great variety within and between cases. While the basic distinction is drawn between people who have changed their status and those who have not, a number of rhetorical varieties are identified, pointing to different modes of biographical learning. The originality of the paper lies in its narrative approach and the particular conceptual framework showing that biographical learning is a vital part of enforced work transitions.

  • 285.
    Hallqvist, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Tillmar, Malin
    Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Arts and Sciences.
    Tillit i intersektoriell organisering?: en interaktiv longitudinell studie2014In: Lärande i arbetslivet: möjligheter och utmaningar : en vänbok till Per-Erik Ellström / [ed] Henrik Kock, Linköping: Linköpings universitet , 2014, p. 119-137Chapter in book (Other academic)
    Abstract [sv]

    I det här kapitlet vill vi diskutera hur intersektoriell samverkan mellan offentlig, privat och ideell sektor etableras och utvecklas. Mer specifikt vill vi utforska villkoren för och betydelsen av förtroende och misstroende mellan individer och organisationer över tid, i dylika projekt. Detta gör vi genom att närmare utforska och granska ett lokalt arbetsmarknadsprojekt drivet bland annat av ett arbetsintegrerande socialt företag. Projektet har följts över tre år i en höggradigt interaktiv process. På basis av resultaten diskuteras även intersektoriell rörlighet som en av den interaktive forskarens utmaningar och möjligheter.

  • 286.
    Harangi, Márta
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences.
    PBL UR ETT HANDLEDARPERSPEKTIV: En kartläggningsstudie med fokus på basgruppsarbete vid Hälsouniversitetets läkarprogram i Linköping2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Undersökningens syfte har varit att kartlägga hur basgruppsarbetet och studenternas lärande upplevs ur ett handledarperspektiv på läkarprogrammet vid Hälsouniversitetet i Linköping. Studien är grundad på kvantitativ ansats baserad på en enkät vilken delades ut till samtliga aktiva basgruppshandledare vid undersökningens tidpunkt och efterföljdes av statistiska bearbetningar. Resultatet baseras på faktoranalys, kombinerat med deskriptiv statistik samt på en öppen fråga av kvalitativ art. Resultatet redogör för studenternas lärande samt vilka aspekter anses främja respektive hindra lärande utifrån ett basgruppshandledarperspektiv. Dessutom redogörs för basgruppshandledarnas förslag på förbättringar av verksamheten.

    Studiens slutsatser är följande: Basgruppshandledarnas arbetssätt överensstämmer med beskrivningar av PBLmetoden. Enligt basgruppshandledarna anses PBL vara ett bra verktyg för läkarstudenternas inlärning och basgruppsarbetet utgörs av lärandets sociala dimension vilket anses främja lärandet. Däremot kan det även förekomma vissa negativa element vilka betraktas hindra lärandet. Handledarna har olika syn gällande förbättringsarbetet. Utifrån resultatet behövs modifieringar eftersom studenterna är i centrum vid PBL.

  • 287.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult Educators’ Professional Development: Perceived consequences of watching oneself teach on videoManuscript (preprint) (Other academic)
    Abstract [en]

    The aim of this paper is to contribute to the question about teachers’ professional development and to explore in what ways this development can be supported by using video. Eight folk high school teachers have, with two years apart, videorecorded their own teaching. When the teachers watched the videos, they interpreted their performance in the classroom. Data from the interviews have been analysed using concepts from pragmatism and symbolic interactionism. The results show that the video tool has contributed to the teachers’ professional development by offering them a concrete and distanced picture of themselves that supports their reflection. The video work helps them to develop on their own terms in relation to the local context. The results contribute to the discussion about whether adult educators’ professionalisation can be seen as uniform or locally situated.

  • 288.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att se sig själv i lärarrollen2013In: Lärandets mångfald: om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 265-279Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.

    Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.

    Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare, studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 289.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Blir man en bättre folkhögskollärare av att se sig själv undervisa på videofilm?2014In: Årsbok om folkbildning: 2013, Forskning & utveckling / [ed] Föreningen för folkbildningsforskning, Stockholm: Föreningen för folkbildningsforskning och författarna , 2014, p. 90-102Chapter in book (Other academic)
  • 290.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folk High School Teachers’ Professional Development: Supported by watching videos of their own teaching2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 103-112Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to the understanding of folk high school teachers’ professional development. Forty-three students, during the last part of their folk high school teacher education, video-recorded and viewed their own teaching sessions. Two years later, eight of them were chosen to do the same again, now as working teachers. The collected data from first occasion was in the form of written reflection documents; the second time it was interview transcripts. Ideas from pragmatism and symbolic interactionism were used when analysing the data. The findings showed that the video tool contributed to the teachers’ professional development, by offering them an image of themselves acting in the classroom. This supported a reflective habit, and gave them more confidence. It helped them to develop on their own terms, in relation to the local context, and to ideas associated with Nordic popular education.

  • 291.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lärares reflektion och professionella utveckling: Med video som verktyg2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the thesis is to contribute to the understanding of how teacher’s professional development can be supported. What have been investigated are the consequences that result from teachers watching video recordings from their own teaching. The results presented are based on a longitudinal investigation. In the first study, student teachers from the last semester of the folk high school teacher program participated. They recorded their teaching during the school-based part of the program, the practicum at a folk high school. What were investigated were situations that surprised the student teachers when they saw themselves on the video recording. They wrote down their reflections and the result showed that the surprises were about their lack of responsiveness in relation to the participants. The student teachers also formulated ideas about how they would act in the classroom. In the follow-up study, some of these teachers, who now had been working as graduated folk high school teachers for two years, once again video recorded one of their lessons. This time the teachers described in interviews that they, on the video recording, could see that they had changed or developed their habits to a more participatory approach. They also described that they acted in a more professional manner. The theory underlying the analysis is based on a pragmatic theory of learning. From symbolic interactionism, the concepts of "I" and "me" have been used, and in this case, to examine the professional aspect of "me", the concept of "professional-me" has been used.

  • 292.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The folk high school enables a special practice2016Conference paper (Other academic)
  • 293.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching2014In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, no 4, p. 507-521Article in journal (Refereed)
    Abstract [en]

    This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships. 

  • 294.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Watching oneself teach: Long-term effects of teachers´ reflections on their video recorded teachingManuscript (preprint) (Other academic)
    Abstract [en]

    This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships.

  • 295.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Arbouz, Daphne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Normkritik och folkbildning2015In: Folkbildning & Forskning Årsbok 2014-2015 / [ed] Föreningen för folkbildningsforskning, Föreningen för folkbildningsforskning och författarna , 2015, p. 105-116Chapter in book (Other academic)
  • 296.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Popular Education as a method for the inclusion of newly arrived refugees in the Nordic countries2017Conference paper (Other academic)
  • 297.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Popular Education as a method for the inclusion of newly arrived refugees in the Nordic countries2017Conference paper (Refereed)
  • 298.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Om erkännande och anställningsbarhet.2016In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv / [ed] Sparrhoff & Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 191-210Chapter in book (Other academic)
  • 299.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Om erkännande och anställningsbarhet2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 191-209Chapter in book (Other academic)
  • 300.
    Hopwood, Nick
    et al.
    University of Technology Sydney, Sydney, Australia / University of StellenboschStellenboschSouth Africa.
    Ahn, Song-ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Rimpiläinen, Sanna
    University of StrathclydeGlasgowScotland.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Chemistry. Linköping University, Faculty of Medicine and Health Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. Region Östergötland, Center for Diagnostics, Department of Clinical Immunology and Transfusion Medicine.
    Johnson, Ericka
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Doing interprofessional simulation: Bodily enactments in interprofessional simulation2019In: Interprofessional simulation in health care: Materiality, embodiment, interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström, Cham, Schweiz: Springer, 2019, 1, p. 91-113Chapter in book (Other academic)
    Abstract [en]

    This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.

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